Effects of double-dose algebra on college persistence and degree attainment.
Proc Natl Acad Sci U S A
; 118(27)2021 07 06.
Article
em En
| MEDLINE
| ID: mdl-34183406
ABSTRACT
In 2003, Chicago Public Schools introduced double-dose algebra, requiring two periods of math-one period of algebra and one of algebra support-for incoming ninth graders with eighth-grade math scores below the national median. Using a regression discontinuity design, earlier studies showed promising results from the program For median-skill students, double-dose algebra improved algebra test scores, pass rates, high school graduation rates, and college enrollment. This study follows the same students 12 y later. Our findings show that, for median-skill students in the 2003 cohort, double-dose significantly increased semesters of college attended and college degree attainment. These results were not replicated for the 2004 cohort. Importantly, the impact of the policy on median-skill students depended largely on how classes were organized. In 2003, the impacts on college persistence and degree attainment were large in schools that strongly adhered to the cut-score-based course assignment, but without grouping median-skill students with lower-skill peers. Few schools implemented the policy in such a way in 2004.
Palavras-chave
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Universidades
/
Escolaridade
/
Matemática
Tipo de estudo:
Etiology_studies
/
Incidence_studies
/
Observational_studies
/
Prognostic_studies
/
Risk_factors_studies
Idioma:
En
Ano de publicação:
2021
Tipo de documento:
Article